1/25/16: SWBAT describe different types of species interactions. 1. Why do species interact with each other at all? Think of your favorite animal. 1. What does your favorite animal need to survive? 2. What other animal helps your favorite animal, how do they help them? 3. Who eats your favorite animal? 4. Who harms your favorite animal without killing it? 5. Who might your favorite animal cause harm to without knowing it? Or vise versa. 6. Who might your favorite animal help without knowing it? Or vise versa.

 Species Interactions:  Competition, Predation, and Symbiosis:  Examples of Symbiosis in the Sea:  Food Webs:  Niche:  Invasive Species: 2

 1/26/16: SWBAT identify symbiotic relationships.  Why do organisms participate in predatory relationships?  Why do organisms participate in symbiotic relationships?  What is the difference between parasitism and predation?  What types of relationships are depicted in food webs? 3

 1/27/16: SWBAT identify symbiotic relationships.  What are the three main types of symbiotic relationships?  Give an example of two predatory relationships.  Give an example of each type of symbiotic relationship.

 Species: a group of individuals that actually or potentially interbreed in nature  Population: group of the same species living together that interact with each other  Community: groups of different species living together that interact with each other  Ecosystem: all of the living and non-living things in an area that interact with one another  Coexistence: When animals and plants live together in a certain area 5

 Competition is the conflict between organisms for a limited resource.  A limited resource is anything that is essential to the organisms survival that there is a limited amount of ◦ interspecific (between 2 different species) ◦ intraspecific (within a single species)  competitive exclusion results when one is forced out, may become extinct (winner-loser situation)  resource partitioning occurs when the two species form two distinct niches (they “learn to get along”) 6

 Symbiosis: any long-term relationship between two organisms from different species  Mutualism: a type of relationship in which both organisms benefit [+,+]  Commensalism: a type of relationship in which one organism benefits and the other is unaffected [+,0]  Parasitism: a type of relationship in which one organism is harmed and the other benefits [-,+]  Ammensalism: a type of relationship in which one organism is harmed and the other is unaffected [-,0] 7

1/28/16: SWBAT identify symbiotic relationships. Yesterday, you learned the fourth relationship. Think of two examples of ammensalism.

Answers are down below in the “notes” section.

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 human actions like habitat devastation by fires, ecological accidents, pollution of water, etc. can cause unintended death

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 Algal blooms can lead to the death of many species of fish and other animals, however the algae do not benefit from the deaths of these individuals

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 Penicillium is a fungus (bread mold) that releases a chemical called penicillin which kills bacteria without benefiting the bread mold. Luckily we use this secretion as medicine!

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 1/29/16: SWBAT identify symbiotic relationships.  Brainstorm examples of all of the different types of symbiotic relationships.  Write down any questions you have that you or I have not answered yet.

 Write one thing you learned today. Be ready to share that with someone that you usually do not talk to.

1/28/16: SWBAT identify misconceptions.

 2/1/16: SWBAT know the final grade for the earth science unit.  Take out your assessment checklist.  Take out any graded assessments that you have.  For today’s warm-up, briefly describe how your overall grade is calculated in this class.  How many assessments do you need to select?  Which assessments go in your portfolio?

 25% Practice ◦ “Practice” includes warm-ups, cool- downs, notes, worksheets, class discussions, participation, etc.  75% Performance ◦ Assessments count as “Performance.” I will give you a checklist every unit of the assessments for the unit.

 Write down the grade you got next to each assessment, on the assessment checklist.  If you did not do it, put a zero.  Put a star next to the four assessments that you believe are the four strongest pieces of evidence that you understand concept.

Copyright Cmassengale40 AssessmentDue DateGrade Word Bank Summary1/23 95% Elevator Summary1/23 85% Mini Presentation1/1* 70% Test – Organism Interactions1/1* 100% Blog Post1/25 0 Discussion Essay1/30 95% Student Choiceoptional 0

 On your colored piece of paper, write down the objective for the unit, in the middle of the paper, and put a box around it. In the four corners of the paper, you will write the names of the four assessments you are choosing to represent your final grade for the unit.  Learning Goal: Construct an explanation based on evidence for how geosciences processes (earthquakes, volcanoes, meteor impacts, surface weathering, and deposition by movement of water, ice and wind) have changed Earth’s surface at varying time and spatial scales.

◦ What went well during the earth science unit? Meaning, what would you do the same next time? ◦ What can be improved for the next unit? ◦ Why did you pick the assessments you did as your strongest pieces of evidence for learning?

 Learning goal, with four pieces of evidence identified on the colored paper.  Assessment Checklist with grades for all assignments and stars next to the best 4.  Your Reflection Paragraph  All assessments, even the ones you don’t choose. ◦ Test ◦ Word Bank Summary ◦ Elevator Summary ◦ Discussion Essay

 Are you doing all of the assessments so that you have the most to choose from on assessment day?  Which types of assessments do you like best?  Are there any types of assessments that do not work as well for you? Why? (If it is simply computer access, why not use the library?)

2 /2/16: SWBAT define invasive species and give examples. Please record these notes in the “notes” section of your binder.  Native: A plant that is a part of the balance of nature that has developed over hundreds or thousands of years in a particular region or ecosystem  Non-native: A plant introduced with human help (intentionally or accidentally) to a new place or new type of habitat where it was not previously found  Invasive: An invasive species is defined as a species that is 1) non- native (or alien) to the ecosystem under consideration and 2) whose introduction causes or is likely to cause economic or environmental harm or harm to human health 45

Estimated annual costs associated with non-native species: Groupcosts (in millions) Plants (purple loosestrife, weeds)34,000 Mammals (feral pigs, rats)37,000 Birds (pigeons, starlings) 2,000 Fishes 1,000 Arthropods (ants, termites, other pests)19,000 Mollusks (zebra mussel, asian clam) 1,200 Microbes (plant pathogens, animal disease)41,000 All organisms over $136 billion per year Source: Pimentel et al BioScience

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 Ecology Basics (if you need to get caught up):  9ins-8ZomfZR_jPk&index=11  5 Extremely Invasive Species:   Lionfish:   Niche:   Ecological Niche  9ins-8ZomfZR_jPk 9ins-8ZomfZR_jPk  Ideas for your word bank summary: 

First successful introduction was 60 European starlings released in Central Park, NY. in 1890, by fans of Shakespeare European Starling slippery sidewalks –competes with bluebirds, woodpeckers

50 First year garlic mustard basal flower rosette (left) and second year flowers (right)

Africanized Bees In 1956, African Honey Bees were imported into Brazil In 1957, 26 African queens escaped Reached US in 1990 More aggressive than European Honey Bees, have killed 1,000 people Impact honey and pollination industries

 Asian Long-horned Beetle ◦ attacks and kills many native trees Found in Chicago in 1998

 Gypsy moth Introduced in 1860s Originally brought to the US for silk production now defoliates entire forests

Cane toad – native to Central and South America milky secretions are highly toxic. Kill dogs, cats and small native animals Introduced world-wide to control insects

Brown Tree Snake Reptiles and Amphibians Introduced to Guam via cargo transported by U.S. military ships during World War II On Guam wiped out 9 of 13 indigenous bird species

Kudzu kills other plants by smothering them under a solid blanket of leaves Introduced into the U.S. in 1876 at the Philadelphia Centennial Exposition promoted as a forage crop and an ornamental plant until 1953

Garlic mustard Buckthorn garlic mustard outcompetes native plants by monopolizing light, moisture, nutrients, soil and space. Not as good food for herbivores as many native species poses a severe threat to native plants and animals

Sea Lamprey (Petromyzon marinus) Invaded the Great Lakes after the opening of the Welland Canal Devastated native fish stocks, especially lake trout

ZEBRA MUSSEL — Dreissena polymorpha Found in 1988 in Lake St. Clair (Lake between Huron and Erie, just off of Detroit, MI). Likely came to North America in ballast water Up to 70,000 individuals per m 2

Also attaches to boat hulls, docks, locks, breakwaters and navigation aids, increasing maintenance costs and impeding waterborne transport. One of the most expensive exotic species Will biofoul and restrict the flow of water through intake pipes (drinking, cooling, processing and irrigating water)

They have a free-living planktonic larval stage— veliger Characteristics of zebra mussels: Can attach to hard surfaces Females can produce 40,000 veligers These are typical characteristic of marine species

Veligers are easily transported in bait buckets and livewells and anywhere else water collects Adults can attach to hulls and survive outside of water for several days. Cover most hard surfaces

Negative effects on native clams Zebra mussels cover them and prevent them from feeding and moving

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 Everyone at your table will read a different article.  Then you will share your article with someone else. Copyright Cmassengale65

 What is the species?  Where is it from?  How was it introduced?  How has it been able to take over?  How does it cause harm?  Any interesting facts? Copyright Cmassengale66

You will present a mini presentation on a symbiotic relationship or invasive species that we did NOT talk about it class. Since this is a mini presentation it should take less the three minutes to present. You make work alone, or with one other person. You may present using a PowerPoint, Prezi, a poster, etc. You must have a minimum of three pictures in your presentation, and give at least one citation for the source of the information on that relationship/invasive species. Rely on your pictures to show what you are explaining, but let the explanation come from you, not text on the screen/poster.

Student Choice Suggestion: You may Create an educational pamphlet profiling the origins, spread and impact of these invasive plant species. Copyright Cmassengale68

 Are all invasive species plants?  Name at least two ways non-native species are introduced.  How do invasive species spread?  Why do invasive species pose such a threat? How do invasive species cause harm?  What can you do to help?  Use the concept of the niche to help explain some ways that an invasive species can affect an ecosystem? Copyright Cmassengale69